Learning Achievement in Virtual Reality/Animation-Based Business Simulation Games: An Integrated View of Goal Orientations, Model-Reality Fit, Learning Anxiety and ARCS Motivation

Abstract

Background

Goal orientations (GO) are influential achievement goals in predicting achievement motivation and effectiveness. However, few studies have paid specific attention to investigating the effects of GO on learning achievement in the area of business management education.

Objectives

This study developed a business simulation game system (BSGS) for supporting learning to investigate how GO affects students' learning achievement in the context of business management education.

Methods

A total of 209 college/undergraduate students participated in this study, and they were divided into the experiment group (EG) and the control group (CG). A quasi-experiment was conducted to understand how students' achievement goals and the use of BSGS modules can enhance their motivation and reduce their learning anxiety, thus affecting learning achievement.

Results and Conclusions

The results showed that most students adopted a mastery/learning-GO to complete the learning tasks in their learning processes. A high level of model-reality fit significantly reduced students' learning anxiety. However, learning anxiety did not affect students' learning achievements.

Implications

The results of this study indicate that model-reality fit plays an important role in increasing learning expectations and achievements and decreasing learning anxiety, which could benefit students' learning achievement in BSGS-supported educational contexts.